The effect of CALL proposed Program on University Students' Achievement in English

Arab World English Journal www.awej.org

ISSN: 2229-9327

183

Arab World English Journal (AWEJ) Special Issue on CALL No.2 July, 2015

Pp. 183 – 194

The effect of CALL proposed Program on University Students' Achievement in English

Ali Sabah Jameel Al-Khayyat

Department of English Language

Faculty of Education

University of Anbar, Iraq

Abstract

The study aimed at investigating the impact of CALL program on the Iraqi students' achievement

in English. The participants of the study were 38 students from the Second stage at the English

Department who were purposefully chosen from Cihan University in Sulaymaniyah province in

the Kurdistan of Iraq. They were assigned to an treatment group and to a control group.

Seventeen students (who had laptop computers) were assigned to the experimental (treatment)

group, and 21 students to the control group. The instruments of the study is a CALL program

(JavaScript), and pre-post achievement test. The findings of the study indicated that using CALL

had a positive effect on the experimental group students' achievement. Based on the results of the

current study, the researcher presented some recommendations in this paper.

Keywords: CALL program, E-learning, TEFL via technology , UNECEF computer program,

computerized text.


The effect of CALL proposed Program on University Students' Al-Khayyat


ISSN: 2229-9327

184

Background of the Study

In August 1990, the United Nations Security Council imposed economic sanctions on Iraq, with

Resolution 661 of August 6, 1990. These sanctions ended in May 2003. Ever since that same

month, in which the war which was launched by Coalition Forces against Iraq ended, the country

has been under occupation. UNESCO reports that prior to the first Gulf War in 1991 Iraq had

one of the best educational performances in the region. Primary school Gross Enrollment Rate

was 100% and literacy levels were high. Since that time education has suffered as a result of war,

sanctions, and instability; it has been seriously affected by both the sanctions and the war (De

Santisteban, 2005; UNESCO, 2008).

The occupation and subsequent events, most notably the armed conflict currently taking

place between resistance guerrillas and occupation soldiers, inhibit the reconstruction of the

education system. Ongoing instability has dramatically hindered the normal operation of schools

and educational activities. The system has suffered as a result of widespread violence, power cuts

and lack of appropriate teaching conditions in many education centers.

Thus, the education system in Iraq has been affected by these policies in two ways. First, it has

been one of the targets of both military action and the sanctions. Second, the sanctions have had

the gravest consequences not only for current, but also for future generations.

Introduction

As information and communication technology (ICT) has quickly become one of the basic

building blocks of modern society; many countries now regard understanding ICT and mastering

its basic skills and concepts as a part of the core of education, alongside reading, writing and

numeracy (UNESCO, 2007). Iraq, like many other nations, faces many challenges in installing

and integrating ICT into the learning process in schools. Improving education quality to Iraqi

students is a primary focus for UNESCO Iraq Office to be able to bring Iraq into the 21st

Century and strengthen its human capital. Implementing the International Computer Driving

License (ICDL) program will offer excellent opportunities to improving education and

government employee performance/ UNESCO, UNESCWA and Iraq's Ministry of Education

endorse ICDL for ministry teachers and staff (UNESCO, 2009).

The UN’s responses to the education needs of all parts of Iraqi society are extensive and

varied . To support education sector governance, an education management information system

has been set up with support from UNESCO and UNICEF to assist the Ministry and Directorates

of Education in monitoring progress in education (UNICEF, 2006). UNESCO, in partnership

with UNESCWA, is developing e-learning resources and training courses to ensure a better

educational system in Iraq. Their goals are to build an educational project. The ICT in Education

for Iraq project is designed to build sustainable capacity in Iraqi Ministry of Education for the

continuing quality improvement of teaching and learning, focusing on the use of ICT. In order to

improve ICT literacy and skills of the Ministry of Education staff, teachers, and students, the

institutional capacity of the Ministry of Education will be enhanced to design, develop, and

distribute a variety of e-learning resources, accompanied by programs of teacher professional

development to implement such resources (Stensgaard, 2007).

As part of Iraq Development Project UNESCO - Iraq Office recently signed a contract

with ICDL GCC Foundation to implement the ICDL digital literacy global standard in the Iraqi

educational system under the umbrella of the existing national project called 'ICT in Education

for Iraq. ICT in Education for Iraq is a project currently implemented (2007-2011) by both

UNESCO and UNESCWA, and is designed to build sustainable capacity in Iraqi MOE for the




ISSN: 2229-9327

185

continuing quality improvement of teaching and learning, focusing on the use of ICT. In order to

improve the ICT literacy and skills of the MOE staff, teachers, and students, the institutional

capacity of the MOE will be enhanced through this project to design, develop, and distribute a

variety of e-Learning resources, and accompanying programs of teacher professional

development to implement such resources. It will also strengthen the capacity of Iraqi

educational system to use digital tools effectively for teaching and learning through the

establishment of six ICT Development Centers, two in Baghdad and the rest in four different

governorates in Iraq (Erbil, Neinawa, Basra, and Najaf) to train school teachers and other

educators. The ICDL program implementation, as part of UNESCO and UNESCWA "ICT in

Education for Iraq" project will support the Iraqi MOE efforts to use ICT to improve educational

outcomes and to prepare Iraqi young people to compete in a global economy. The ICDL

program implementation in Iraq MOE relies on ICDL GCC Foundation's expertise in supporting

primary and secondary school teachers to integrate ICT in education and improve learning

outcomes (Stensgaard, 2007).

The researchers believe that the United Nation (UN) with the Government of Iraq and its

partners will continue to provide its full support and commitment to increase access to quality

education as a lifelong experience in accordance with Iraq’s development goals.

Computer Assisted Language Learning (CALL) Program

It is worth noting here Beatty’s (2003) notion that it is difficult to describe CALL as a single idea

because it has a broad range of activities and covers many issues such as materials design,

technologies, pedagogical theories, and modes of instruction.

The field of language teaching has witnessed some changes and developments recently.

One of the most significant recent developments influencing the teachers and the learners in

language education programs is the pedagogical educational technology, in particular the use of

computers in the language classroom (Chapelle, 2009). As Warschauer and Healey (1998) point

out, CALL is not a new development in language teaching, as it has been used since 1960s.

Behaviourist CALL was implemented in the 1960s and 1970s, when the Audio-lingual method

was mostly used, and provided students with drills and practice. This model used the computer

as a tutor, presenting drills and non-judgmental feedback. Based on the communicative

approach, communicative CALL focuses more on using forms rather than on the forms

themselves. The communicative CALL programmes provide skill practice in a non-drill format,

through language games, reading and text reconstruction. This approach still uses the computer

as a tutor, although it gives students choices, control and interaction. Another CALL model used

for communicative activities involves the computer as stimulus, as in programmes that stimulate

writing or discussions, and which may not be specifically designed for language learners.

Finally, communicative CALL also uses the computer as a tool, in programmes that do

not provide language material, but enable the learner to understand and use the language, such as

word processors, desk-top publishing, spelling and grammar checks programmes, as used for

instance in process writing. The new modern language learning methodology has integrative

CALL, which is based on multimedia computers and the Internet. These technological

developments have brought text, graphics, sound, animation and video to be accessed on a single

inexpensive computer.

The scope of CALL includes a wide variety of instructional functions. These have to be

realized in terms of a limited number of CALL modes. The CALL functions to be performed and

a selection of the CALL modes available for their implementation are: management of learning,




ISSN: 2229-9327

186

testing, tutoring, exercising, use of a computer as laboratory, use of a computer for producing

teaching materials, dissemination of material, archival of material, and medium of expression.

While the CALL modes are: problem solving; drill and practice; inquiry mode; simulation;

gaming; tutorial mode; and dialogue mode. Each of those functions and modes is applicable to

all levels of education and training (Barker and Yeates, 1985).

The big question now is "should CALL be utilized in the Iraqi context or not?" To give a

clear “Yes, of course!” or “No, of course not!” The researcher will try to answer this question

throughout investigating the effect of using CALL in teaching the English language and also will

derive the answers from the students' perceptions of using CALL in their teaching of the English

language.

Currently in Iraq, it is notable that the UNICEF, UNESCO, and the Ministry of Education

have adopted certain plans to improve the teaching of English in the public schools. The use of

computers and technology products has become a priority. To attain this goal, the Ministry of

Education encourages teachers to be enrolled in computer courses like ICDL, word links, and

Internet. It is expected that this study will add a foundation stone to the efforts that aim to

construct a reasonable and flexible CALL, which may help in developing learners' achievement

integrating the four language skills when learning and teaching English.

Statement of the Problem

The researchers noticed that in spite of the efforts made by the Iraqi Ministry of Education,

UNESCO, and UNECEF to develop the educational system in Iraq, Iraqi students were still

suffering from low achievement in English. It seems that the current methodology employed in

the Iraqi schools, especially at primary stages does not enhance the students' abilities to develop

their achievement level in English. The researchers think that the use of technology in general

and CALL in specific may help in changing this situation. Therefore, this study is designed to

measure the effectiveness of a computerized language learning program on the achievement of

the primary children in English.

Purpose of the Study

This study aims at investigating how CALL can be effectively integrated into English teaching in

the Iraqi context to develop the level of competence and performance of the university students.

Moreover, it considers some of the advantages and disadvantages of using CALL problems that

go with the use of CALL in learning English are also be detected.

Question of the Study

This study aims to answer the following question:

Are there any statistically significant differences at (α= 0.05) between the mean scores of the

experimental and control groups on the achievement test in English of the Iraqi university

students' using computerized materials and those using conventional materials?

Significance of the Study

Integrative CALL started from the 1990s and tried to integrate the teaching of language skills

into tasks or projects to provide direction and coherence. Integration of computers to support the

learning environment in teaching language is still in its infancy in Iraq. Its implementation may

change both the instructional strategy and also the teaching and learning environment.




ISSN: 2229-9327

187

To the best of the researcher's knowledge, no studies have been carried out on using computer to

integrate the four language skills when teaching English to the University students in general,

and English department in particular in Kurdistan of Iraq. The researcher; therefore, has designed

a CALL program to be at teachers' and students' disposal, which they can use when teaching and

learning English in the classroom. The students and their parents can use this program easily at

home to speed up their learning skills according to their learning abilities.

The Ministry of Education and teachers of English may benefit from the present study.

The Ministry of Education could benefit from the results of the study, which may be a good

indicator of utilizing CALL in the public and private universities. Moreover, the teachers may

benefit from the program to utilize new techniques for teaching English via computer. They may

also benefit from this study in designing new computer programs to teach the other language

skills and aspects. The UNESCO and UNICEF may benefit from the study to find out if their

efforts and objectives have been achieved since they started the program to improve the

educational system in Iraq.

Limitations of the Study

There are several limitations of this study. The researcher may summarize these limitations in the

following points:

1- The sample of this study is limited to the second stage at English department at Cihan

University.

2- The results of the study are limited by the time for the period in which the study was

conducted as technology and its applications may change dramatically in the near future.

3- The material of the study is derived from the "Real Listening and Speaking" textbook.

4- The time of the study is limited for the period of the first semester 2014.

Review of Related Literature

To reveal the effect of multimedia, Raphan (1996) developed a multimedia CALL program used

to determine how EFL students would handle the multimedia screen with simultaneous audio,

visual, and note taking. The result showed that students adapted to the multimedia information

quickly. Additionally, students interacted positively with the system, practiced grammar and

vocabulary in context and commented on the usefulness of the individualized instruction.

Furthermore, students’ listening comprehension and vocabulary improved. There was also an

improvement in their reading ability.

AbuSeileek (2004) designed a CALL program and tested its effect on student's writing

ability in English. He concluded that students using computers in learning writing skills achieved

higher scores than those who studied the same skills in the conventional method.

In order to improve spoken language competency, Jiang and Ramsay (2005) believed that CALL

applications must reproduce the social interaction that lies at the heart of language learning and

language use. They utilized CALL in the learning of second language to explore whether CALL

can be used to extend opportunities for rapport building in language teaching beyond the face-to-

face interaction of the classroom (rapport's importance lies in its potential to enhance learning,

motivate learners, and reduce learner anxiety). The results suggested that CALL may help foster

learner-teacher rapport and that scaffolding, such as strategically composing rapport-fostering

questions in sound-files, was conducive to this outcome.

CALL also can improve students' reading abilities as shown in Huang (2007) who

pointed out that adult L2 learners were often encouraged to acquire new words through reading




ISSN: 2229-9327

188

in order to promote language proficiency. The results showed that learners improved their

vocabulary scores after using the reading program. The online extensive reading syllabus

demonstrated that such a design for a reading program is technically feasible and pedagogically

beneficial and provides value in both vocabulary gains and learner satisfaction.

Shdaifat (2006) investigated the effect of using computerized instructional games on EFL

second-grade pupils' learning of vocabulary. The major findings of the study indicated that using

the computerized instructional games has a positive effect on students' learning of vocabulary.

Murphy (2007) described an ongoing project to create an online version of a reading programme,

a custom-designed English language proficiency course at a university in Japan. Students were

randomly selected from upper and lower levels of English proficiency. Some students worked in

pairs and some alone. The results showed that the interaction between type of feedback and

manner of study (individual or pair work) was statistically significant; students performed best

on a follow-up comprehension exercise when in pairs and having been provided with Elaborative

feedback. Furthermore, it was found that elaborative feedback was conducive to quality

interaction.

Abdel Halim (2009) investigated the effect of CALL on the first secondary students'

reading comprehension achievement in English at public schools in Jordan. Results of analysis

showed a significant difference between CALL users and nonusers in favor of the experimental

group (computer users). Results of this study have provided evidence for the effect of CALL on

learning English.

Participants of the Study

The study was conducted at Cihan University in Sulaymaniyah province in the Kurdistan of Iraq

. The total number of participants at second stage was 38 students. The participants were chosen

purposefully, because the regulations of the university do not allow to mix the groups and choose

randomly sample . The researcher divided the participants into two groups, experimental and

control. The control group composed of 17 students who were not using laptop computers. The

treatment group consisted of 21 students who were using laptop computers.

Table 1. Distribution of the participants according to the variable of the study (method of

teaching).

The Instructional Program

The researcher developed an instructional program taken from Real Listening and Speaking 3

textbook, by Miles Craven. The units taken were: How's it going, I need to see a doctor, What's

the problem?, and I'd appreciate it. These units were analyzed and redesigned in a computerized

manner where the questions and answers were accessed through this program to facilitate the

learning process for the students. The design and development of the program was made with the

help of a computer's design expert to fit the level of the students.

The CALL program was organized into four sections, which corresponded to the four

main areas of language use. The four sections were: Listening, Speaking, Reading, and Writing.

The program was designed to develop these four skills. texts were designed to help the students

Group Frequency Percent

Control 17 64.3

Treatment 21 35.7

Total 38 100.0




ISSN: 2229-9327

189

to practice their reading skills, photos were included to promote responses and help the students

to practice their speaking skills, icons linked to recordings were embedded in the program to help

the students to practice their listening skills, and finally, there were model texts which designed

to help the students to practice their writing skills. The students could go directly to the activity

they wanted to learn by clicking on the icons which were located on the top of the screen.

Validity of the Program

After being designed with the help of a computer expert, the program was reviewed by a panel

of three university professors from Baghdad University (Dijlah College), and computer experts.

The panel suggested certain changes related to color, structure, and the animation of icons. These

changes were made and the program was given back to the panel. They all accepted the

modification made to the program.

Variables of the Study

This study consists of the following variables:

1. The independent variable is the method of teaching which has two levels: the computerized

instructional program and the traditional method.

2. The dependent variable is the students' achievement scores on the posttest in listening,

speaking, reading, and writing.

Results Related to the Question of the Study

To answer the question, " Are there any statistically significant differences at (α= 0.05)

between the mean scores of the experimental and control groups on the achievement test

in English of the Iraqi university students' using computerized materials and those using

conventional materials?"

The means and standard deviations were calculated for students' overall achievement

score of pre- and posttest according to the independent variable (teaching methods:

CALL and conventional). In addition, adjusted means and standard errors of students'

scores on the posttest were computed as seen in Table 2.

Table 2. Means and standard deviations of students' scores on overall achievement on

pre- and posttest

Group N

Achievement (Covariate)

Posttest Achievement

Mean Std.

Dev. Mean

Std.

Dev.

Adj.

Mean

Std.

Error

Control 17 37.444 4.76 59.800 14.50 60.162 1.91

Treatment 21 39.720 5.81 92.080 8.85 91.429 2.57

Table 2 shows that there are observed differences between the two means of the participants'

achievement score on posttest due to the level differences of the independent variable of the

study (teaching method). To examine the significance of these observed differences, the

researcher used ANCOVA to compute participants' overall achievement scores of the posttest

according to the study independent variable (teaching method) after neutralizing students'

performances on overall achievement scores on pre-test scores as seen in Table 3.




ISSN: 2229-9327

190

Table 3. Results of ANCOVA for students' overall achievement scores according to the

study variable

Source Sum of

Squares df

Mean

Square F Sig.

Partial

η2

Achievement (Covariate) 357.011 1 357.011 2.221 0.141 3.21%

Group 15019.760 1 15019.760 93.455 0.000 58.24%

Error 10768.029 67 160.717

Total 27871.443 69

Table 3 shows that there are observed differences at (α= 0.05) between adjusted means of the

post-test scores for the overall students' achievement scores due to the study independent

variable (teaching method) in favor of the experimental group that learned via CALL program in

comparison with the control group, that learned by the conventional method. The effect-size of

the study variable (teaching method) was 58.24%, which means that there was a great

relationship between the variable of the study and the overall students' achievement scores on

posttest according to the criteria of Cohen (1988). In addition, means and standard deviations

were computed for the pre- and posttest scores of the participants' subscores (that is the sub

scores of listening, speaking, reading and writing skills) according to the study independent

variable. In addition, the adjusted means and standard errors of the students posttest scores

were computed as seen in Table 4.

Table 4. Means and standard deviations for the pre- and post-test scores on students'

achievement sub-scores of test

Dimension Group

Pretest

Posttest

Mean Std.

Dev Mean

Std.

Dev

Adj.

Mean

Std.

Error

Reading Control 10.044 1.54 14.911 4.25 15.08 0.58

Treatment 10.760 3.27 22.600 2.80 22.29 0.78

Writing Control 9.244 2.04 14.000 4.51 14.07 0.62

Treatment 9.160 1.68 22.760 2.88 22.63 0.84

Speaking Control 9.022 2.32 15.067 3.45 15.14 0.48

Treatment 10.120 1.74 23.200 2.53 23.06 0.65

Listening Control 9.133 1.98 15.822 3.86 15.94 0.50

Treatment 9.680 2.12 23.520 2.26 23.30 0.68

Table 4 shows that there are observed differences between the means of students' achievement

scores on the sub-scores of the pre-test due to the different levels of the independent variable

(teaching method). To decide which type of analysis the researcher should use (MANCOVA, or

ANCOVA), the researcher used Bartlett's test of Sphericity; the results are presented in Table 5.

Table 5. Correlation coefficient among students' sub-scores of post-test and the results of

Bartlett's test

Correlation Reading Writing Speaking

Writing 0.85

Speaking 0.73 0.89




ISSN: 2229-9327

191

Listening 0.50 0.65 0.71

Bartlett's Test

of Sphericity

χ2 Df Sig.

232.224 9 0.000

Table 5 shows that there is a significant correlation at ( = 0.05) among students subscores

posttest according to the independent variable of the study (teaching method). It indicates that

MANOVA should be used on students' achievement scores on the sub-scores of the posttest

according to the variable of the study (teaching method) after neutralizing students' performances

effect on the pre- test as seen in Table 6.

Table 6. Students' achievement sub-scores test according to the study independent variable

Effect MANOVA

test Value F

Hypothesis

df

Error

df Sig.

Partial

η2

Reading

(Covariate) Wilks' Lambda 0.938 1.002 4 61

0.413 6.17%

Writing (Covariate) Wilks' Lambda 0.931 1.137 4 61 0.348 6.94%

Speaking


0.048 14.31%

Listening


0.811 2.53%

GROUP Hotelling's Trace 1.609 24.530 4 61 0.000 61.66%

Table 6 shows a significant effect of the study independent variable (teaching method) at (α=

0.05) on the students' achievement sub-scores of the test.

To determine which sub- scores of the posttest have significant effect, ANCOVA was conducted

on students' performances on the sub-scores of the posttest separately according to the

independent variable of the study (teaching method) after neutralizing the effect of students'

performances on sun- scores pre-test as seen in Table 7.

Table 7. Results of ANCOVA on students' achievement sub-scores of posttest according to the

study independent variable

Dependent

Variable Source

Sum of

Squares Df

Mean

Square F Sig.

Partial

η2

Reading Reading (Covariate) 0.450 1 0.450 0.031 0.861 0.05%

Writing (Covariate) 0.063 1 0.063 0.004 0.948 0.01%

Speaking (Covariate) 35.223 1 35.223 2.422 0.125 3.65%

Listening (Covariate) 2.618 1 2.618 0.180 0.673 0.28%

GROUP 769.062 1 769.062 52.883 0.000 45.24%

Error 930.739 64 14.543

Total 1933.771 69

Writing Reading (Covariate) 2.858 1 2.858 0.172 0.680 0.27%




GROUP 1087.836 1 1087.836 65.318 0.000 50.51%




ISSN: 2229-9327

192

Error 1065.885 64 16.654

Total 2327.843 69

Speaking Reading (Covariate) 9.186 1 9.186 0.917 0.342 1.41%




GROUP 930.493 1 930.493 92.901 0.000 59.21%

Error 641.020 64 10.016

Total 1739.943 69

Listening Reading (Covariate) 0.284 1 0.284 0.026 0.873 0.04%




GROUP 802.240 1 802.240 73.164 0.000 53.34%

Error 701.759 64 10.965

Total 1729.143 69

Table 7 shows that there are significant statistical differences at ( = 0.05) between the adjusted

means of the posttest scores of the students' achievement sub- degrees of the test in Listening,

Speaking, Reading, and Writing skills, due to the teaching method in favor of the students of the

experimental group who were taught via CALL in comparison with the students of the control

group who were taught via the conventional method. The effect size of the independent variable

in posttest was as follows: (45.24% for reading proficiency, 50.51% for writing proficiency,

59.21 for speaking proficiency, and 53.34% for listening proficiency); which means that the

relationship between the independent variable and students' achievement subscores is great

(according to the criteria of Cohen, 1988).

Discussion, Implementations and Recommendations

Discussion of the Results of the Question of the study

The finding of the present study showed that there were statistically significant differences

between the adjusted mean scores of the post response of the overall students' achievement test.

This is due to the difference in the teaching methods: the computerized program versus the

conventional method.

The results also revealed that there was a significant correlation among the four skills

(listening, speaking, reading, and writing). The highest correlation was between speaking and

writing (0.89), and the lowest correlation was between reading and listening (0.50). The above

results revealed that the CALL program has been designed in an integrative way which Brown

(2001), Omaggio (2001), Krashen (1997), and Ausubel (1968) focused on. The presentation of

the materials in an integrative way via CALL has helped students to develop their proficiency in

the four skills.

The researcher believes that the CALL program was designed to go with Krashen's

Monitor Model Hypothesis. He suggested the "input hypothesis" which stated that input should

be: comprehensible; interesting and relevant; delivered in safe and calm environment. Thus,

students who learned via CALL have scored higher than those who learned via the conventional

method, who were not exposed to comprehensible input.




ISSN: 2229-9327

193

Conclusion

In light of the results of the study, the researcher can say that the use of technology inside and

outside the classroom tend to make learning more interesting, especially with adults and this is

what Brown (2001) and Omaggio (2000) stressed. They believed that when the materials meet

students' interests, learning will last for a long time. CALL has promoted learners' motivation

and efforts by locating precisely the information which the learner needs and learns by himself,

raises students' confidence, allows students to take calculated risks, and makes learning authentic

and meaningful. These features provide the learner with real world context.

Pedagogical Implication

Based on the results of the study, the following implications can be drawn:

The CALL program remains not an alternative but a complementary tool in reinforcing

classroom activities.

CALL could be a very useful tool in TEFL, provided that it supplements face-to- face

language instruction, not replaces it.

Teaching and learning can change through the use of technology.

EFL teachers should enroll in specialized courses related to teaching via CALL.

CALL might be used to facilitate the learning process by providing immediate feedback

and clear instruction.

Recommendations

The researcher may put forth the following recommendations:

The use of technology in language teaching should be investigated further. Researchers

should conduct further studies on the effectiveness of CALL method on teaching

language skills and other components of the language.

The Iraqi teachers are advised to vary their methods, techniques and ways of teaching

according to their students' needs and interests. They are also advised to use the

computerized method more intensively and more frequently.

The researcher recommend that EFL teachers use the CALL program in their teaching,

since it enhances students' achievements as well as their attitudes toward teaching

English via CALL.

Curricula designers are recommended to include CALL in the English textbooks.

About the Author:

Ali Sabah Jameel Al- Khayyat Ph.D (English Language Curriculum and Instruction) Faculty

of Education, Yarmouk University – Jordan. Instructor at University of Anbar, faculty of

Education, English Language Department , Iraq since January, 2013. Teaching undergraduate

and post graduate courses at English Department.

References

Abdel Halim, A., Q. (2009). Designing a computer assisted language learning program (CALL)

and measuring Its effect on Jordanian secondary school students' reading comprehension

in English. Unpublished Ph. D Dissertation. Yarmouk University.




ISSN: 2229-9327

194

AbuSeileek (2004). Designing a computer- assisted language learning (CALL) program and

testing its effectivness on students' writing ability in English. Unpublished Ph.D

Dissertation. Amman Arab University, Amman.

Barker, Philip and Yeates, H. (1985). Introducing computer assissted learning. Wheaton Co.Ltd,

England.

De Santisteban , A., (2005). Sanctions, War, Occupation and the De-development of education in

Iraq. International review of Education. Retrieved Feb1, 2013 from

http://www.lemoyne.edu

Chapelle, C., A. and Jamieson, J. (2009). Tips for teaching with CALL: Practical approaches to

computer-assisted language learning [with CD]. Language Learning and Technology, 13

(2)15-21

Hung-Tzu, H. (2007). Vocabulary learning in an automated Grader reading program. Language

Learning and Technology, 11(3) 64-82.

Jiang, W., and Ramsay, G. (2005). Rapport -bulding through CALL in teaching chinese as

foreign language: An exploratory study. Language Learning and Technology, 9 (2) 47-63

Raphan, D. (1996). A multimedia approach to academic listening. TESOL Journal, 6 (2), 24-28.

Stensgaard, A. (2007). UNESCO, UNESCWA and Iraq's Ministry of Education endorse ICDL

for ministry teachers and staff. Retrieved Feb 3, 2013. Available at:

http://www.ameinfo.com

Shdaifat, M. I. (2006). The effect of using computerized instructional games on EFL second-

grade pupils learning of vocabulary. Unpublished Ph.D Dissertation. Yarmouk University.

Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview.

Language Teaching, 31, 57-71.

UNESCO (2009). Information and communication technologies for education. Retrieved March

4th, 2011. Available at: http://www.unesco.org/en/iraq-office/education-sector-at-the-

unesco-office-for-iraq/general-education-at-the-unesco-office-for-iraq/ict-in-education-in-

iraq/.

http://www.springerlink.com/content/?Author=Agust%c3%adn+Velloso+De+Santisteban

http://www.lemoyne.edu/global_studi

http://www.ameinfo.com/

http://hip.jopuls.org.jo/c/portal/layout?p_l_id=PUB.1016.1&p_p_id=search_WAR_fusion&p_p_action=1&p_p_state=normal&p_p_mode=view&p_p_col_id=column-1&p_p_col_pos=0&p_p_col_count=2&_search_WAR_fusion_action=navigate&_search_WAR_fusion_navigationData=search%7E%3D1%7E%21AL%7E%211%7E%21Shdaifat%2C+Muna+Ibraheem+Monazel.

http://hip.jopuls.org.jo/c/portal/layout?p_l_id=PUB.1016.1&p_p_id=search_WAR_fusion&p_p_action=1&p_p_state=normal&p_p_mode=view&p_p_col_id=column-1&p_p_col_pos=0&p_p_col_count=2&_search_WAR_fusion_action=navigate&_search_WAR_fusion_navigationData=search%7E%3D1%7E%21TL%7E%211%7E%21The+effect+of+using+computerized+instructional+games+on+EFL+second-grade+pupils+learning+of+vocabulary+%2F

http://hip.jopuls.org.jo/c/portal/layout?p_l_id=PUB.1016.1&p_p_id=search_WAR_fusion&p_p_action=1&p_p_state=normal&p_p_mode=view&p_p_col_id=column-1&p_p_col_pos=0&p_p_col_count=2&_search_WAR_fusion_action=navigate&_search_WAR_fusion_navigationData=search%7E%3D1%7E%21TL%7E%211%7E%21The+effect+of+using+computerized+instructional+games+on+EFL+second-grade+pupils+learning+of+vocabulary+%2F

Documents

The effect of CALL proposed Program on University Students' Achievement in English